How and why did the Common Worlds Collective come into being?

Relations with PlaceFeminist Common Worlding
Written By Meagan Montpetit

This is the first of a five-part series of blogs – based around questions that Kathleen Kummen asked us in a video-recorded zoom conference panel session last week.  The session went for 2 hours, but because it’s so long, we’ve edited it into segments, based around 5 sets of questions and answers.  You’ll be able to watch the video segments via the links provided at the end of each blog. 

In answer to this first question, we reflect on some of the early days of our collaboration. Affrica talks about how she chose the name ‘common worlds’ as a way of side-stepping the nature-culture divide. Mindy talks about the need to ‘find your people’ and create a supportive feminist network in an unwelcoming and competive academic environment.  And Veronica talks about the collective’s unfolding intentions, responding to emerging issues and continually re-fashioning ourselves via a rigorous exchange of fresh perspectives as our membership grows

References

Kummen, K., Pacini-Ketchabaw, V., Blaise, M. & Taylor, A (2020) Common World Pedagogies: Interview Part 1. Video-recorded zoom keynote panel session. North Shore Early Childhood Conference: To Learn, To Wonder, Vancouver, 25/26 September.  https://youtu.be/RFTc-IG58O0

Meagan Montpetit
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How are common worlding pedagogies different from nature stewardship pedagogies?
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How is the COVID 19 pandemic reconfiguring the understandings, relationships and experiences around children and nature?